Research abstracts, 5.3
Abstract
The International Journal of Studies in Psychology (IJSPSY) (e-ISSN: 2710-2327; p-ISSN: 2710-2319) is an international, multidisciplinary, peer-reviewed, fully open-access journal dedicated to advancing psychological research, theory, and practice. Published three times annually by the Global Association of Educational and Research in Psychology (GAERPSY), the journal provides an interdisciplinary platform for scholars to disseminate original and rigorous empirical, conceptual, theoretical, and applied research. IJSPSY welcomes scholarly contributions addressing diverse dimensions of psychology and human behaviour, including general and social psychology, mental health and well-being, educational psychology, community and developmental psychology, indigenous psychology, psycholinguistics, physiological and emotional processes, and inclusive education. The journal particularly encourages research that engages with diverse cultural, social, and contextual perspectives and contributes to understanding contemporary psychological challenges.
The journal aims to promote innovative research, theoretical development, methodological rigour, and excellence in psychological scholarship while strengthening connections between research, professional practice, policy, and community development. It provides an international forum for researchers and practitioners to critically examine emerging issues, advance knowledge, and contribute evidence-informed perspectives to the field of psychology. Consistent with developments in open science and responsible research and innovation, IJSPSY supports accessible and ethical scholarly communication and encourages research that promotes inclusion, diversity, transparency, and meaningful engagement with communities. All manuscripts are expected to demonstrate academic integrity, appropriate methodological rigour, ethical research practices, critical analysis, and a clear contribution to psychological knowledge.
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References
- Adeduyigbe, A. M., & Okeke, U. K. (2025). Instructional design considerations: Cognitive development and physics comprehension in secondary education. International Journal of Studies in Psychology, 5(2), 1-4. https://doi.org/10.38140/ijspsy.v5i2.1598
- Ally, A., & Aloka, P. J. O. (2025). An analysis of anxiety in the works of Martin Heidegger, Frantz Fanon, and Sigmund Freud: Integrative literature review. International Journal of Studies in Psychology, 5(2), 36-45. https://doi.org/10.38140/ijspsy.v5i2.1835
- Chaka, J. (2025). Strategic steps in promoting gender diversity in South African high schools: A parental perspective on queering cisnormativity. International Journal of Studies in Psychology, 5(2), 24-27. https://doi.org/10.38140/ijspsy.v5i2.1603
- Godwin, R., Sianipar, A., & Takwin, M. B. (2025). Regulatory focus and deliberate ignorance: When perceived accessibility leads to the decision to ignore. International Journal of Studies in Psychology, 5(2), 46-54. 951https://doi.org/10.38140/ijspsy.v5i2.1951
- Govender, S. (2025). Exploring the influence of closed-circuit television in preventing bullying behaviour at a selected School in KwaZulu-Natal: A case study. International Journal of Studies in Psychology, 5(2), 28-35. https://doi.org/10.38140/ijspsy.v5i2.1794
- Hako, A. N., & Bojuwoye, O. (2025). Understanding the objectives of the school counselling programme in Namibia: A descriptive study. International Journal of Studies in Psychology, 5(2), 60-66. https://doi.org/10.38140/ijspsy.v5i2.1990
- Kasali, H. N. (2025). Rape as a weapon of war in eastern DRC and its impact on survivors' marital satisfaction. International Journal of Studies in Psychology, 5(2), 55-59. https://doi.org/10.38140/ijspsy.v5i2.1975
- Mpofu, P., & Mayisela, S. (2025). A comprehensive parenting framework for post-Apartheid South Africa: Informing effective parenting practices. International Journal of Studies in Psychology, 5(2), 17-23. https://doi.org/10.38140/ijspsy.v5i2.1718
- Musekiwa, L. (2025). Effectiveness of teaching physical education to learners with multiple disabilities in the Highglen district in Harare, Zimbabwe. International Journal of Studies in Psychology, 5(2), 5-10. https://doi.org/10.38140/ijspsy.v5i2.1621
- Mweli, P., & Perumal, E. (2025). Exploring teachers' perceptions of learner-aggressive behaviours in primary school at Pinetown District in South Africa. International Journal of Studies in Psychology, 5(2), 11-16. https://doi.org/10.38140/ijspsy.v5i2.1628
- Valverde, R., & Korotkov, K. (2025). Gas discharge visualisation technology for psychological research applications: A systematic review. International Journal of Studies in Psychology, 5(2), 67-75. https://doi.org/10.38140/ijspsy.v5i2.1938